Inquiry-, problem-, context- and industry- based laboratories: an investigation into the impact of large-scale, longitudinal redevelopment on student perceptions of teaching laboratories
Inquiry-, problem-, context- and industry- based laboratories: an investigation into the impact of large-scale, longitudinal redevelopment on student perceptions of teaching laboratories
复制标题
基于探究、问题、背景和行业的实验室：大规模、纵向重建对学生对教学实验室看法的影响的调查
DOI：
10.1080/09500693.2020.1714788
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发表时间：
2020
影响因子：
2.3
通讯作者：
T. Overton
中科院分区：
文献类型：
--
作者：
Stephen R. George;A. Ziebell;Christopher Thompson;T. Overton
摘要以前在莫纳什大学的工作表明，学生认识到，调查，问题，背景和行业为基础的实验更好地情境化，更开放的决策，并在科学和可转移的技能的发展援助。这项研究调查了这些增益是否在较长的时间范围内持续存在，而不是在特定实验完成后。学生焦点小组在单元（有时称为课程）完成时进行，其中超过一半的实验室实验被重新设计。每年分发调查，以监测学生对教学实验室目标的看法，以及他们对自己行为的期望。调查结果表明，以前提到的积极成果在学期结束时仍然很明显。年度调查显示，虽然二年级的学生能够欣赏实验的真实的世界背景，但三年级的学生却不能。总体而言，大规模的变化远离临时实验有积极的影响，学生的享受和感知技能的发展，但只有当有意义的比例的实验进行了重新设计。看来，许多临时实验的继续存在破坏了学生对新实验室实验所带来的好处的看法。
ABSTRACT Previous work at Monash University has shown that students recognise that inquiry-, problem-, context- and industry- based experiments were better contextualised, more open to decision making and aided in the development of scientific and transferable skills. This study investigated whether these gains persisted over a longer time scale, rather than just after the completion of a given experiment. Student focus groups were conducted at the completion of units (sometimes known as a course) in which more than half of the laboratory experiments were redesigned. Annual surveys were distributed to monitor students’ perceptions of the aims of teaching laboratories, and their expectations of their own behaviour. The findings indicated that the previously noted positive outcomes were still evident at the end of a semester. The annual survey showed that whilst 2nd year students were able to appreciate the real world context of the experiments, 3rd year students did not. Overall, the large-scale changes away from expository experiments had a positive impact on student enjoyment and perceived skill development but only when meaningful proportions of the experiments were redesigned. It would appear that the continuing existence of many expository experiments undermined the students’ perceptions of the benefits gained by the new laboratory experiments.